TY - JOUR T1 - Fizik ve Kimya Disiplinleri için İlgi Çekici Olan Bağlamların Bağlam Disiplin İlişkisi Kapsamında Belirlenmesi TT - Determining The Appealing Contexts for Physics and Chemistry Regarding The Context Discipline Relationship AU - Bülbül, Mustafa Şahin AU - Elmas, Rıdvan AU - Eryılmaz, Ali PY - 2019 DA - April DO - 10.21764/maeuefd.364766 JF - Mehmet Akif Ersoy University Journal of Education Faculty PB - Burdur Mehmet Akif Ersoy University WT - DergiPark SN - 2146-5983 SP - 451 EP - 479 IS - 50 LA - tr AB - Bu çalışmanın birinci amacı, bağlamlarındisiplinlere göre tek disiplinli, iki disiplinli ve çok disiplinli olaraksınıflandırılmasıdır. Diğeri ise öğretmen ve öğrencilerin öğrenmek ve öğretmekistedikleri bağlamların belirlenmesidir. Bu çalışmada kullanılan anket formundabulunan 77 tane bağlam fizik ve kimya lise öğretim programlarından seçilmiştir.Örneklem Ankara’daki 3 üniversitenin, 3 bölümünden 48 akademisyen ve 330öğretmen adayı toplam 378 katılımcıdır. Bağlam ve disiplin ilişkisi ile ilgiliolarak yapılan betimleyici analiz sonuçlarına göre bağlamlar 4 grubaayrılmıştır. 48 tanesi yalnızca fizik ile 18 tanesi yalnızca kimya ileilişkilendirilmiş, 5 tanesi hem fizik hem de kimya ile ilişkili bulunmuş sadecebir bağlam çok disiplinli olarak sınıflandırılmıştır. Anketteki akademisyen veaday öğretmenlerin bu kavramları öğrenme ve öğretme isteklerini belirleyenkısım incelendiğinde 65 bağlamın orta düzeyde öğrenmek ve öğretilmek istendiğiortaya çıkmıştır. Bu çalışma sonunda hem yüksek oranda öğrenilmek hem deöğretilmek istenen ve çok disiplinli olan “insan” bağlamı ön planaçıkmıştır. KW - Bağlam KW - Bağlam Temelli Öğretim ve Öğrenme KW - Bağlam Temelli Yaklaşım KW - Bütüncül bir Öğretim Programı KW - Bağlam Disiplin İlişkisi N2 - The primary purpose ofthis study is to classify contexts as one-disciplinary, two-disciplinary andmultidisciplinary, according to the disciplines, and the other is to determinewhich contexts are appropriate for teachers and students to learn and teach inthe classroom environment. The 77 contexts in the questionnaire were selectedfrom high school physics and chemistry curricula. The sample is a total of 378participants from 3 universities in Ankara, 48 academics and 330 pre-serviceteachers from 3 departments. According to the results of descriptive analysisrelated to context and discipline relation, contexts are divided into 4 groups.Only 48 were associated with physics and 18 with only chemistry, and 5 wereassociated with both physics and chemistry. Only one context was classified asmultidisciplinary. 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International Journal of Science and Mathematics Education, 1(4), 449-475. UR - https://doi.org/10.21764/maeuefd.364766 L1 - https://dergipark.org.tr/en/download/article-file/702883 ER -